LAUSR

ABSTRACT Research Findings: Home literacy practices are an important variable in the development of literacy skills among children. However, several questions regarding the relationship between home literacy practices and writing are unanswered. The objective of this correlational study is to examine the relationship between reading-related and writing-related home practices and children’s writing development. Participants included 282 kindergarten children and their parents in the South and Midwest United States. Each child completed an identical battery of direct writing assessments in the fall and the spring of kindergarten. Information concerning home literacy practices was obtained through a questionnaire completed by parents during the fall of kindergarten. Multilevel model analyzes were conducted. Three major findings are reported: (1) independent reading significantly predicted children’s fall letter writing, spelling, and composition skills as well as their spring spelling skills after controlling for their fall skills and family SES, (2) independent writing significantly predicted children’s fall letter writing and spelling skills after controlling for family SES, and (3) the other home practices did not contribute to any fall or spring writing outcome. Practice for policy: These findings highlight the importance of independent practices related to reading and writing at home in improving children’s writing.